Dataset Information

Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation.

ABSTRACT: The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents' lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents' well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.e., engagement and persistence), and negatively relate to passive learning behavior (i.e., procrastination), mediated via positive emotion and intrinsic learning motivation. Data were collected via online questionnaires in altogether eight countries from Europe, Asia, and North America (N = 25,305) and comparable results across countries were expected. Experienced competence was consistently found to relate to positive emotion and intrinsic learning motivation, and, in turn, active learning behavior in terms of engagement and persistence. The study results further highlight the role of perceived relatedness for positive emotion. The high proportions of explained variance speak in favor of taking these central results into account when designing distance education in times of COVID-19.

SUBMITTER: Holzer J

PROVIDER: S-EPMC8115832 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation.

Holzer Julia J Korlat Selma S Haider Christian C Mayerhofer Martin M Pelikan Elisabeth E Schober Barbara B Spiel Christiane C Toumazi Toumazis T Salmela-Aro Katariina K Käser Udo U Schultze-Krumbholz Anja A Wachs Sebastian S Dabas Mukul M Verma Suman S Iliev Dean D Andonovska-Trajkovska Daniela D Plichta Piotr P Pyżalski Jacek J Walter Natalia N Michałek-Kwiecień Justyna J Lewandowska-Walter Aleksandra A Wright Michelle F MF Lüftenegger Marko M

PloS one 20210512 5

The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents' lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents' well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, auto ...[more]

PMID: 33979397

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Project description:The COVID-19 pandemic affected student well-being through measures such as closing educational institutions and social distancing, which forced universities to adapt the student learning environment. Previous research has demonstrated that the learning environment influences student well-being by satisfying their basic psychological needs of autonomy, competence, and relatedness. The present study therefore aimed to investigate, against the background of the pandemic, (1) how the basic psychological needs related to student well-being, (2) how students perceived interaction within the academic system, and (3) how they would like the “new educational normal” to look. To address these aims, we implemented a cross-sectional survey which included both quantitative measures and qualitative open-ended questions and distributed it at a Dutch university (n = 653). To identify the predictive strength of need satisfaction and frustration, we ran multiple regressions. We found that need satisfaction and frustration were significantly related to the well-being measures, of which relatedness was only weakly related to student well-being. Moreover, students reported restricted interactions with their teachers and fellow students, leading to feelings of disconnectedness, as well as struggles to establish or maintain relationships. In contrast with the quantitative findings, students highlighted relatedness as an essential, currently lacking part of their experience. They suggested a potential hybrid learning environment with a focus on social cohesion. This study emphasizes the relevance of interpersonal connections within higher education and provides practical ideas for post-pandemic academic structures. These insights can support systemic investments of universities in student well-being and creating a healthier learning environment for the future. Supplementary Information The online version contains supplementary material available at 10.1007/s10212-023-00680-x.

Dataset Information

Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation.

Publications

Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation.

Similar Datasets

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